Please Note: This was actually posted October 1, 2013
1. Common Core State Standards (CCSS)
CCSS are a set of internationally benchmarked K-12 educational standards to ensure every students’ college and career readiness in English language arts and mathematics. These standards increase rigor in every school, and provide clarity and consistency for what all students need to know once they graduate from high school. To date, 45 states, the District of Columbia, Guam, American Samoan Islands, U.S. Virgin Islands and the Anchorage, AK School District have voluntarily adopted CCSS. See attached brochures (in English and Spanish) explaining the Common Core Standards for High School Math and High School English.
2. Explicit Direct Instruction (EDI)
An EDI lesson always includes specific lesson design components and lesson delivery strategies. It always includes continuous Checking for Understanding to verify that students are learning during the lesson. Well-crafted EDI lessons have a goal of 80% of students achieving 80% correct answers during Independent Practice. EDI lesson design components and lesson delivery strategies are independent of grade level and content. The figure on the right shows a graphical representation of Explicit Direct Instruction. You can see the lesson design components of a well-crafted EDI lesson, starting with a Learning Objective and ending with Lesson Closure. After Lesson Closure, teaching has ended, and students are ready for Independent Practice. On the outside, surrounding the design components, you can see the lesson delivery strategies including, for example, Checking for Understanding. The lesson delivery strategies are not specific to any design component and are used throughout the lesson. For more information, see http://www.dataworks-ed.com/research/edi
- New Teachers at GHS: Richard McHard, Computer Science; Ronae Wilkes, English; Matt Van Gelder, Special Education; Jessie Berry, Special Education; Diane Maestas, Special Education; and Juan Bautista, Math.
- School Goals for 2013-2014: (1) Common Core standards, (2) Explicit Direct Instruction, (3) Response to Intervention, (4) Anti-Bullying and (5) Closing the Achievement Gap. (see below for details)
- First GHS PTSA Parent to Parent Coffee is scheduled for August 28, 2013, with focus on helping freshmen parents.
- GHS Parent Information Night to occur on September 9, 2013, starting at 6 p.m., regular day schedule.
- Parent Seminar Series: GHS is repeating parent seminar series, with first one to focus on aeries.net (on-line grading system) scheduled for September 25, 2013.
- This year’s School Theme: “Be Original” to celebrate GHS’ 20th year of instruction.
- GHS PTSA Fundraisers proposed for this year: (1) Yogurtland on Sept. 10th (2) Dog Haus, every Tuesday of the school year, and (3) Direct Appeal to families. PTSA Ways & Meeting Chairs will also look into possibly having food trucks for Open House event.
- GHS PTSA website is up (www.gabrielinoptsa.org) which includes parent forum page where parents can post questions for others to respond to.
1. Common Core State Standards (CCSS)
CCSS are a set of internationally benchmarked K-12 educational standards to ensure every students’ college and career readiness in English language arts and mathematics. These standards increase rigor in every school, and provide clarity and consistency for what all students need to know once they graduate from high school. To date, 45 states, the District of Columbia, Guam, American Samoan Islands, U.S. Virgin Islands and the Anchorage, AK School District have voluntarily adopted CCSS. See attached brochures (in English and Spanish) explaining the Common Core Standards for High School Math and High School English.
2. Explicit Direct Instruction (EDI)
An EDI lesson always includes specific lesson design components and lesson delivery strategies. It always includes continuous Checking for Understanding to verify that students are learning during the lesson. Well-crafted EDI lessons have a goal of 80% of students achieving 80% correct answers during Independent Practice. EDI lesson design components and lesson delivery strategies are independent of grade level and content. The figure on the right shows a graphical representation of Explicit Direct Instruction. You can see the lesson design components of a well-crafted EDI lesson, starting with a Learning Objective and ending with Lesson Closure. After Lesson Closure, teaching has ended, and students are ready for Independent Practice. On the outside, surrounding the design components, you can see the lesson delivery strategies including, for example, Checking for Understanding. The lesson delivery strategies are not specific to any design component and are used throughout the lesson. For more information, see http://www.dataworks-ed.com/research/edi
3. Response to Intervention (RTI)
RTI is a recent addition to our nation’s special education law and our nation’s schools. RTI is a process that schools can use to help children who are struggling academically or behaviorally. One of its underlying premises is the possibility that a child’s struggles may be due to inadequacies in instruction or in the curriculum either in use at the moment or in the child’s past. RTI is a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness. There are three basic levels of RTI intensity or prevention. The primary prevention level includes high quality core instruction. The secondary level includes evidence-based intervention(s) of moderate intensity. The tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention. At all levels, attention should be on fidelity of implementation, with consideration for cultural and linguistic responsiveness and recognition of student strengths. For further information, visit http://nichcy.org/schools-administrators/rti
4. Anti-Bullying Programs
GHS-Specific Goals for 2013-14
RTI is a recent addition to our nation’s special education law and our nation’s schools. RTI is a process that schools can use to help children who are struggling academically or behaviorally. One of its underlying premises is the possibility that a child’s struggles may be due to inadequacies in instruction or in the curriculum either in use at the moment or in the child’s past. RTI is a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness. There are three basic levels of RTI intensity or prevention. The primary prevention level includes high quality core instruction. The secondary level includes evidence-based intervention(s) of moderate intensity. The tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention. At all levels, attention should be on fidelity of implementation, with consideration for cultural and linguistic responsiveness and recognition of student strengths. For further information, visit http://nichcy.org/schools-administrators/rti
4. Anti-Bullying Programs
GHS-Specific Goals for 2013-14
- CCSS (see above)
- RTI (see above)
- EDI (see above)
- Anti-Bullying Programs
- Closing the Achievement Gap using Advancement Via Individual Determination (AVID) Strategies. For more information, visit http://www.avid.org/abo_whatisavid.html
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